2011 - Fellow of the American Association for the Advancement of Science (AAAS)
His scientific interests lie mostly in Cognitive science, Cognitive psychology, Science education, Analogy and Social psychology. His Cognitive psychology research is multidisciplinary, relying on both Metacognition and Implicit learning, Task. Science education is a primary field of his research addressed under Mathematics education.
Christian D. Schunn has included themes like Context and Pedagogy, Curriculum in his Mathematics education study. Christian D. Schunn combines subjects such as Domain, Novelty, Creativity and Social cognitive theory with his study of Analogy. His work is dedicated to discovering how Social psychology, Educational psychology are connected with Higher education, Automatic summarization and Comprehension and other disciplines.
The scientist’s investigation covers issues in Mathematics education, Cognitive psychology, Social psychology, Science education and Artificial intelligence. His work carried out in the field of Mathematics education brings together such families of science as Context and Pedagogy, Curriculum. His Curriculum study frequently draws connections between adjacent fields such as Professional development.
His Cognitive psychology study combines topics from a wide range of disciplines, such as Analogy, Task and Comprehension. Christian D. Schunn works in the field of Science education, namely Science learning. Christian D. Schunn is interested in Robotics, which is a branch of Artificial intelligence.
Christian D. Schunn mainly investigates Mathematics education, Science education, Curriculum, Social psychology and Peer feedback. His Mathematics education study incorporates themes from Context and Robotics. Within one scientific family, Christian D. Schunn focuses on topics pertaining to Educational technology under Science education, and may sometimes address concerns connected to Socioeconomic status and Developmental psychology.
His biological study spans a wide range of topics, including Professional development and Faculty development. His Social psychology research includes elements of Test, Race, Ethnic group and Informal learning. His Peer feedback study combines topics in areas such as Peer assessment, Cognitive psychology and Peer evaluation.
His primary areas of investigation include Mathematics education, Science education, Medical education, Social psychology and Peer feedback. The study incorporates disciplines such as Diversity, Robotics and Artificial intelligence in addition to Mathematics education. His Science education study integrates concerns from other disciplines, such as Content knowledge, Educational technology and Curriculum.
His Educational technology study deals with Longitudinal study intersecting with Developmental psychology. His Social psychology study combines topics from a wide range of disciplines, such as Knowledge level and Student engagement. The concepts of his Peer feedback study are interwoven with issues in Helpfulness, Identification, Student perceptions, Peer assessment and Praise.
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Scaffolded writing and rewriting in the discipline: A web-based reciprocal peer review system
Kwangsu Cho;Christian D. Schunn.
Computer Education (2007)
The relationship of analogical distance to analogical function and preinventive structure: the case of engineering design.
Bo T. Christensen;Christian D. Schunn.
Memory & Cognition (2007)
The nature of feedback: how different types of peer feedback affect writing performance
Melissa M. Nelson;Christian D. Schunn.
Instructional Science (2009)
Are Badges Useful in Education?: It Depends upon the Type of Badge and Expertise of Learner.
Samuel Abramovich;Christian Schunn;Ross Mitsuo Higashi.
Educational Technology Research and Development (2013)
Validity and reliability of scaffolded peer assessment of writing from instructor and student perspectives
Kwangsu Cho;Christian D. Schunn;Roy W. Wilson.
Journal of Educational Psychology (2006)
A Study of Design Fixation, Its Mitigation and Perception in Engineering Design Faculty
J. S. Linsey;I. Tseng;K. Fu;J. Cagan.
Journal of Mechanical Design (2010)
Metacognition does not imply awareness: Strategy choice is governed by implicit learning and memory
Lynne M. Reder;Christian D. Schunn.
Implicit Memory and Metacognition (1996)
A Mechanistic Account of the Mirror Effect for Word Frequency: A Computational Model of Remember-Know Judgments in a Continuous Recognition Paradigm
Lynne M. Reder;Adisack Nhouyvanisvong;Christian D. Schunn;Michael S. Ayers.
Journal of Experimental Psychology: Learning, Memory and Cognition (2000)
Bringing Engineering Design into High School Science Classrooms: The Heating/Cooling Unit
Xornam S. Apedoe;Birdy Reynolds;Michelle R. Ellefson;Christian D. Schunn.
Journal of Science Education and Technology (2008)
Commenting on Writing Typology and Perceived Helpfulness of Comments from Novice Peer Reviewers and Subject Matter Experts
Kwangsu Cho;Christian D. Schunn;Davida Charney.
Written Communication (2006)
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